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Literacy lies at the heart of student understanding and achievement. Yet too many educators mistakenly assume that the reading, writing, speaking, and thinking skills that students developed in elementary school are sufficient for the sophisticated learning tasks they face in middle and high school. The result? Disappointing test scores, high dropout rates, and students unprepared for higher education, citizenship, and the world of work. Taking Action on Adolescent Literacy: An Implementation Guide for School Leaders presents a structured approach to using literacy as a lever for overall school improvement. Literacy instruction is not an "add-on," authors Judith L. Irvin, Julie Meltzer, and Melinda Dukes insist; it's an ongoing essential. All adolescent students, no matter what their level of achievement, can benefit from direct instruction in reading, writing, speaking, and thinking. And all secondary school leaders can improve students' literacy and learning by following the five action steps outlined in this book: (1) develop and implement a literacy action plan, (2) support teachers to improve literacy instruction, (3) use data to make curricular decisions, (4) build capacity for shared leadership, and (5) creatively allocate resources to support the literacy plan. The book also offers strategies to help educators integrate literacy and learning across the content areas, provide targeted interventions for students who are struggling the most, and develop a supportive school environment that involves parents, community members, and district leaders. Practical tools, helpful resources, and vignettes based on the authors' extensive work in school districts nationwide make this an indispensable guide for principals, central office administrators, literacy coaches, department chairs, and other school leaders committed to helping students succeed.
Administrators will find a user-friendly, five-stage planning process with six essential rubrics for developing, implementing, monitoring, and sustaining a successful literacy initiative for Grades 4–12.
In Literacy Leadership Teams: Collaborative Leadership for Improving and Sustaining Student Achievement, Pamela Craig, a veteran English teacher and a vice-president of the Florida Council of Teachers of English, focuses on practical ways for school leaders to establish school-based literacy leadership teams. She carefully outlines each step of the process so that readers will be able to create and sustain literacy leadership teams at their own schools. Craig provides insights and tools designed to bring teachers, administrators, and other members of the school community together to set and achieve goals for improving student achievement in literacy.
This thought-provoking text supports the efforts of teachers and students working to achieve new and higher standards of reading proficiency in grades 4 to 8. Unlike any other text, "Teaching Reading in the Middle Grades" provides a balanced, readable analysis of recent documents developed by professional organizations, researchers, and government agencies including the National Council of Teachers of English, the International Reading Association, and the National Reading Panel, The text articulates standards for proficient reading performance and for effective instruction and reflects on how these standards provide a useful synthesis of current research and practice about teaching methods. With its careful balance of the different dimensions presented in current research outlining that the teacher, not only the method, is a crucial factor in student achievement, this text helps students grasp the scope and complexity of student achievement in literacy. "Teaching Reading in the Middle Grades" is organized in two parts--understanding literacy development (Part I) and supporting literacy development (Part II)--and incorporates various classroom routines throughout the book. Ideal as a main text or a reference guide for teachers, this flexible textbook is intended for reading and language arts teachers in middle school settings who are trying to help their students become better readers and writers. It also teaches both pre-service and practicing teachers how to meet the specific needs of all the teachers who have been given responsibility for developing the proficiency of readers in the middle grades. Praise for "Teaching Reading in the Middle Grades" ""The major strength of this manuscript is the readable nature of the material. It is cutting-edge, essentially accurate, and easy to read at the same time. This text is readable and very practical. Most concepts that are introduced are thoroughly developed and the writer also provides many suitable examples of how to apply the material. It's refreshing to read a text that explicitly mentions English Language Learners (ELL) as opposed to mentioning the obvious fact that reading texts should reflect a diversity of cultural experiences or some other such generic admonition."" --Paul L. Markham, University of Kansas ""The discussion of scaffolding is among the best I have read. It's clear and comprehensible. Few authors directly address the confusion between teaching strategies and reader strategies. I love the transition between read-alouds and oral reading by students...I look forward to quoting the authors in the future when I do presentations on oral reading strategies. Hats off to the authors for modeling the pattern guide with a primary source! This is the first textbook in which I have seen the pattern guide used with this type of reading/listening material."" --Lois E. Huffman, North Carolina State University
This research-based handbook guides school leaders in successfully implementing a literacy coaching program to drive schoolwide literacy achievement.
The last three decades have been a time of renewed interest in middle-level education. In fact, membership in the National Middle School Association has skyrocketed. Also, current research and theory in reading education have contributed to what educators know about the most exciting ways for improving literacy abilities. This is a new EDITION of the best-selling guide to middle-school literacy instruction and literacy programs. Numerous strategies are recommENDed for the instruction of vocabulary, comprehension, study skills, and using literature across the curriculum. This book is for prospective and practicing teachers, program specialists, and resource teachers concerned with improving the literacy abilities of mid-level learners. Parents will also find it helpful.

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